Standard 4

Human Resources Leadership
A Human Resources Leader is aware of the characteristics and skills that produce an effective teacher. They use these to accurately evaluate their current teachers, as a way to offer assistance to those that need it in order to improve their impact on student learning. They also use these to effectively evaluate and consider candidates for potential hires. They recognize and understand the importance of this in order to achieve optimal student success. They understand the importance of allowing time for teachers to collaborate through professional learning communities in order to discuss, evaluate, and create plans for implementation for best practices and for common formative assessments. They help teachers evaluate data and use it to make decisions for curriculum planning, as well as professional development.

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4a. Professional Development/ Learning Communities: The school executive ensures that the school is a professional learning community.

Artifacts:

PLC Schedule:


Notes from Instructional Assistant PLC:
This year, we began conducting Instructional assistance PLCs. They met every 1st and 3rd Friday.


Problem of Practice Involved working in with Kindergarten teachers tin PLCs to create highly engaged science lessons :

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4b. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.

Artifacts:

Sample of questions and evaluation form used during interviews:


Problem of Practice to focus on coaching teachers through new science curriculum:

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4c. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student achievement.

Artifacts:

Pictures of examples of accomplished/distinguished teachers developed at the beginning of the year meeting I assisted in facilitating:


Video:This video was created for a class assignment. I was to create a video that focused on evidences of Standard 1 of the North Carolina Teacher Evaluation Tool.
Copy of feedback given to teachers from observations:

informal observations.pdf

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• 2 MB

Copy of feedback given from principal after she observed me conducting a post conference:

Post Conference Feedback.docx

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• 128 KB

Guided Reading Notebook/Lesson Checks:

guided reading check.pdf

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• 711 KB

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Internship Activities:

• I attended the Edgecombe County Leadership Academy week at the beginning of the school year. One of the focuses was on closing the gap between student performance and teacher evaluations. Leaders received training on the teacher evaluation tool and on defining the ratings.
• At the beginning of the school year, we had professional development for our teachers on the evaluation tool. As part of the process, we had teachers define examples of what it meant to be accomplished and distinguished.
• I participated in the hiring process for an office manager, Kindergarten teacher and exceptional children's assistant.
• I attend District Lead Team (DLT) meetings with my principal. At these meetings, we focused on allocating teacher positions, using data from our school and district to make decisions, and teacher evaluation.
• I received training for PD 360, a professional development and observation tool our district created. I then worked with my assistant principal to provide training to our faculty. We utilize PD360 in our professional development and feedback to teachers.
• I worked with my principal and instructional coach to create a spreadsheet for teachers to record data from multiple sources into one sheet. These sheets are used during PLC’s to discuss student achievement. Teachers compare student preform among multiple programs to look for any alignment and/or misalignment. The data wall is used to create a visual for reading proficiency. It allows us to track students individual to ensure they have been offered every opportunity we have available. If a student continues to struggle, we are able to look at other interventions. Grade levels discuss the data and then plan “next steps” to address the strengths and weaknesses we find.
• I worked with my instructional coach and principal to implement Instructional Assistant PLC's this year.
• I completed 5-minute learning walks, informal observations, and formal evaluations throughout the school year for all grade levels.
• I attended and facilitated district curriculum meetings.
• I attended weekly Professional Learning Community (PLC) meetings throughout the school year. During the meetings I participated in conversations around assessment, data and practices to use in the classroom.
• I met with our instructional coach multiple times throughout the school year to learn more about Read 3D assessments and reports, and how to use the information to help drive instruction. I used this information in conversations with teachers around curriculum and instruction.
• I attended and provided information in Student Support Management Team (SSMT) meetings. In the meetings, I helped to identify areas of concern, and assisted in naming research-based interventions and set goals for individual students.
• My problem of practice (internship project) focused on providing purposeful, engaging science instruction in the Kindergarten classrooms. I met with the Kindergarten teams to review unpacking documents, create units of study around essential questions and desired learning outcomes, and creating and evaluating assessments.
• I worked with the administrative team to assist in reviewing Guided Reading notebooks and conducting Guided Reading observations. In the notebook reviews, we reviewed the individual teacher reading notebooks and gave feedback on grouping of students, times groups were meeting, lesson plans for groups based on data, and teacher data collection. Our instructional coach combined the feedback and created professional development around areas that needed improvement. I worked with her to facilitate a feedback session for teachers. We also worked with individual teachers to help them create classroom schedules that allowed them to meet with their reading groups the prescribed number of times a week.
• I received Kagan training through the district. I used the strategies when providing Professional Development and facilitating faculay meetings to model implementation for the staff.
• I created videos of teachers using best practices and shared them with the staff in faculty meetings and professional development. Videos included teachers implementing Kagan strategies, guided reading groups instruction and using technology in the classroom.
• I worked with my principal to provide and model best practices for teachers to use in the classroom during staff meetings. One of our focuses was on Depth of Knowledge questions and use of Revised Bloom's Taxonomy.

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Coursework/Trainings:

• Administrative Entry Plan: Created Plan for first 45 days at internship site. One objective in the plan was to build knowledge of content and curriculum to affectively evaluate teachers and provide feedback.
• Site Visits: A.B. Combs Elementary Leadership Magnet School, KIPP: Gaston Preparatory School, and East Garner Magnet Middle School
• Turn Around Schools Site Visits: Hertford Middle School, Overhills High School and Beddingfield High School
• Developmental Projects: early elementary, middle school and high school- The projects were designed to familiarize fellows with necessary practices that are developmentally appropriate in order to lead schools. We worked in groups and created portfolios that included vocabulary that is specific to that grade level; developmental research with a written overview; field research through school visits, classroom observations and interviews; individual reflections; and a brochure that captures key takeaways for parents and community members,
• Distinguished Leadership Practices (DLP) assignment
• Teacher Evaluation Assignment: For this assignment, I video an evaluation cycle (pre- and post-conference) for two different teachers. I then had to create a written reflection, comparing the two, as well as reflecting on what went well and areas I feel I needed to improve, and provide suggestions for that improvement.
• Operation NELA- This involved role play assignments in which we provided feedback to teachers based on concerns by parents or through observations.
• Turnaround High School Case Study
• Transitioning Into the Common Core training from the Center for Quality Teaching and Learning
• Common Core Rigor Training through the Center for Quality Teaching and Learning
• Literacy Training- This was provided by two professors from N.C. State University, Dr. Steve Addendum and Dr. Carol Pope. The focus of the training was to define literacy. We looked at comprehension strategies, word study, making inferences, components of writing and reading workshop and discuss what we should see at different levels through the lenses of a principal.
• Understanding by Design
• Math Training by professors at N.C. State University- Focus was on the eight mathematical practices, new standards in Common Core, shifts in mathematics, resources for mathematics and how to evaluate good mathematics instruction.
• Attended sessions at the DPI Collaborative Conference for Student Achievement (CCSA)
• Attended sessions at North Carolina Association of School Administrators (NCASA) Conference
• Crucial Conversations training
• Data Day: We received training and information from representatives from EVAAS, ACRE, Metametrics, and NCDPI assessment and accountability.

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Readings:

• Creating the Opportunity to Learn
• How to Win Friends Influence People
• Crucial Conversations
• The 7 Habits of Highly Effective People
• Leading with Inquiry and Action
• Revisiting Professional Learning Communities At Work
• Working With and Evaluating Difficult Employees
• Schooling By Design
• Yardsticks
• Teach Like A Champion
• Child and Adolescent Development for Educators
• Teaching with Love and Logic
• The Law and Special Education
• The Daily 5
• Cafe
• What Great Principals Do Differently

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